<![CDATA[Hasil karya warga belajar PKBM (Pusat Kegiatan Belajar Masyarakat) Omah Dongeng berupa dongeng, film pendek, teater, dan puisi yang menorehkan prestasi bergengsi masih menggunakan bahasa Indonesia. Bahasa Inggris hanya digunakan pada karya lagu dan cerpen. Dengan adanya potensi para warga belajar, penggunaan bahasa Inggris menunjang eksistensi karya di media sosial yang dapat dinikmati kalangan internasional. Pengabdian ini bertujuan untuk mengenalkan elemen fonologi bagi warga belajar Omah Dongeng Marwah Kabupaten Kudus sehingga saat menampilkan karya dapat menggunakan bahasa Inggris secara berterima. Metode kegiatan pengabdian ini adalah membaca teks dongeng berbahasa Inggris yang membantu pengucapan warga belajar secara tepat. Terdapat 11 warga belajar dalam dengan rentang usia 12-18 tahun dan jenjang pendidikan mulai kelas 7 sampai kelas 11. Tahapan kegiatan antara lain mempresentasikan materi, memberi kesempatan warga belajar menirukan bunyi sesuai elemen fonologi, kemudian warga belajar berkelompok mempersiapkan penampilan membaca dongeng berbahasa Inggris. Stimulasi berbahasa Inggris melalui teks dongeng mengasah kemampuan mendengar dan membaca warga belajar. Lima warga belajar termasuk ABK (Anak Berkebutuhan Khusus) dengan tiga diantaranya adalah slow learners mendapat pengalaman yang mengasyikkan dengan membaca teks dongeng dan mempraktekkan fonologi lebih percaya diri dengan membaca nyaring dan artikulasi lebih jelas sesuai instruksi kegiatan. The students’ works of Community Learning Activity Center (PKBM) Omah Dongeng through fairy tales, short films, theater, and poems that had succeeded achieving prestigious achievements used Indonesian. Reflecting the students’ potential, the use of English greatly supported the existence of the works on social media that could be enjoyed by international community. This was proven by the use of English as the language in their songs. This service activity aimed to introduce the phonological elements to the students of Omah Dongeng Marwah Kabupaten Kudus so that while they would be presenting their works they could use English communicatively. The method provided in this activity was reading fairy tale texts which was expected to help the students’ correct pronounciation. There were 11 students participating through the sequences of activity with their age ranged12-18 years with the levels ranged from grade 7 to grade 11. The stages of this service activity were presenting the materials, giving the students opportunity to imitate sounds according to phonological elements, then they prepared a performance to read English fairy tales in groups. English stimulation through fairy tale texts developed the students' listening and reading skills. There were five students with special needs and three of them were slow learners. They had an exciting experience in reading fairy tale texts and practicing phonology. During the service activity they were more confident in reading aloud and had clearer articulation according to the instructions.]]>
